Nimisha A Muttiah1, David McNaughton2, Kathryn D R Drager1. 1. a Communication Sciences & Disorders , The Pennsylvania State University , University Park , PA , USA and. 2. b Educational Psychology, Counseling, and Special Education , Penn State University, State College , PA , USA.
Abstract
PURPOSE: The majority of individuals with disabilities live in low- and middle-income (LAMI) countries; typically these individuals receive limited, if any, communication rehabilitation services. The present study investigated the experiences of eight augmentative and alternative communication (AAC) professionals who had provided instructional support for AAC service delivery in LAMI countries. METHOD: An online focus group was used to explore the training experiences of eight AAC professionals. RESULT: A thematic analysis of the focus group discussion resulted in four major recommendations when providing training for AAC service delivery in LAMI countries: (a) investigate learner needs, (b) provide contextually relevant instructional content, (c) use engaging instructional activities and (d) assess the impacts of instructional activities. CONCLUSION: The instructional recommendations of the focus group participants are discussed within a theoretical framework of recommended best practices in supporting adult learning. The information shared by the focus group participants will benefit others providing instructional support for AAC service delivery in LAMI countries.
PURPOSE: The majority of individuals with disabilities live in low- and middle-income (LAMI) countries; typically these individuals receive limited, if any, communication rehabilitation services. The present study investigated the experiences of eight augmentative and alternative communication (AAC) professionals who had provided instructional support for AAC service delivery in LAMI countries. METHOD: An online focus group was used to explore the training experiences of eight AAC professionals. RESULT: A thematic analysis of the focus group discussion resulted in four major recommendations when providing training for AAC service delivery in LAMI countries: (a) investigate learner needs, (b) provide contextually relevant instructional content, (c) use engaging instructional activities and (d) assess the impacts of instructional activities. CONCLUSION: The instructional recommendations of the focus group participants are discussed within a theoretical framework of recommended best practices in supporting adult learning. The information shared by the focus group participants will benefit others providing instructional support for AAC service delivery in LAMI countries.
Entities:
Keywords:
Augmentative and alternative communication; adult learning; communication partner; developing country; low-resource community; training